Court Hears Case on Textbok 1979

 Authors' suit charges racial bias in history book

By CHAT BLAKEMAN Clarion-Ledger Staff Writer
Tue, August 29, 1979

Is a ninth-grade classroom the place where Mississippians should learn that there have been more lynchings in their state than in any other? Will a photograph of white policemen arresting black demonstrators stir racial hatred or lead students to a true understanding of their past? These types of questions are at the heart of a battle that began Monday in U.S. District Court in Greenville before Judge Orma Smith. Although the issue is alleged racism in Mississippi schools, the, topic is not unequal facilities, alleged physical abuse, private academies or busing. The topic is a pair of books. The suit is being brought by a group that includes Millsaps College history professor Charles Sal-las and former Tougaloo College professor James Loewen, joint editors of a textbook on Mississippi history rejected by the State Textbook Purchasing Board in 1974.

The text, "Mississippi: Conflict and Change," presents what the authors contend is a candid but accurate picture of state history. It details subjects such as the treatment of slaves, blacks' accomplishments during Reconstruction, their plight in the years that followed and the sharecropper system that kept many Mississippians in virtual economic bondage. The authors charge that the Textbook Purchasing Board's rejection of "Conflict and Change" and approval of "Your Mississippi," the text now used, constituted pro-white bias in favor of texts that "minimize and denigrate the roles of black people in American and Mississippi history." The suit alleges, moreover, that the system by which the state approves school texts "is and has been an instrument of state propaganda to exclude controversial viewpoints, operates as a state instrument of unconstitutional state censorship, and fails to provide due process of law." Joined by representatives of the Roman Catholic Diocese of Jackson, the Jefferson County School Board and others, the authors ask that the court order "Conflict and Change" added to the list of approved texts and decide whether the book adoption system is valid. The board chooses books based on the recommendation of a rating committee and can approve as many as five books in each category. Acceptance of one text does not require rejection of others.

Although the rating committee rejected "Conflict and Change" on a 5-2 vote (five white members voted against the book and two blacks for it), the state maintains race was not a factor in the decision. The action, the state contends, was based on "racially neutral educational and academic standards." In statements made for the court, and in the ratings made in 1974, board members said that "Conflict and Change" did not include a teacher's manual when it was submitted for approval, employed a vocabulary too advanced for the average Mississippi ninth-grader and did not give "proper emphasis to the economic, social and spiritual development" of Mississippians. Others cited as offensive a photograph in "Conflict and Change" showing the remains of a black man who had been lynched and burned. Gathered around the bonfire is a crowd of whites. "I feel that this book contains too many controversial issues to fit properly into the curriculum of the schools of Mississippi," wrote committee member Harold E. Railes in his evaluation written in 1974. Another member called the book "too racially oriented." Frank Parker, the attorney representing the "Conflict and Change" group, maintains that race and controversy are the real reasons behind the committee's action. The other reasons are "rationalizations after the fact," Parker contends. ."There have been more lynchings in Mississippi than in any other state and you can't ignore that," Parker said. "Your Mississippi" was written by historian John K.Bettersworth, who retired last year as academic vice president of Mississippi State University. In its latest revisions, the book has been used in state schools since 1968 for required ninth-grade state history courses. In an attempt to show that "Conflict and Change" is the better book, the suit challenges the history presented in "Your Mississippi," citing among other examples: That it devotes only four paragraphs to the treatment of slaves and that those passages "minimize the brutality of the system and accentuate mitigating factors." For example, the suit cites Bettersworth's statement that "some slaves who were house servants received an education" and notes the book fails to mention the prohibitions against educating slaves and only 5 percent of the slaves were domestics. That In summing up the modern civil rights era, Bettersworth recounts that, "Gradually Mississippians, black and white, found they could get along together as they always had," without discussing adequately the reasons behind the civil rights movements. That in its use of photographs, the book discriminates against blacks.

"Your Mississippi" has only three photographs or 5 percent showing blacks only, while "Conflict and Change" has 20 or 25.6 percent. Bettersworth, a historian best known for his research into Mississippi society during the Civil War, dismisses the criticism, saying his book does not distort the role of blacks. Mississippi's system of adopting textbooks is shared in some form by roughly half the 50 states and most southern states. The system, provides textbooks free to public and parochial school students. Individual school boards may use whatever texts they want, but only those on the state's list can be purchased with state funds.

In practice, choices are limited to books on the list, which is revised every six years. The suit involving "Your Mississippi" and "Conflict and Change" is expected to last several weeks and it may be several months before the court renders a decision, lawyers for both sides said. Here are examples of disparities between the textbooks "Your Mississippi" and "Mississippi: Conflict and Change": ON SLAVERY Your Mississippi "While there were a number of cases of cruelty to slaves, public opinion and state law tried to see that the slaves were not mistreated. Plantation owners cautioned their overseers against using brutal practices, but overseers were noted for cruelty The code (of 1832) required the master to keep all of his slaves in good health and physical well-being from the cradle to the grave. In general, slaves were treated well or badly on the basis of how good or bad their owners were." Conflict and Change: "When the slaveowner or overseer felt that a slave had done wrong, he sometimes punished the offender severely . . .

One slave recalled a whipping that he had witnessed: 'I saw Old Master get mad at Truman, and he buckled him down across a barrel and whipped him till he cut the blood out of him, and then he rubbed salt and pepper in the raw places.' . . .This harsh treatment had other aims... it made them fear white men, and it attempted to make them feel that whites were 'naturally' superior to blacks." ON RECONSTRUCTION Your Mississippi: By 1874, taxpayers were ready to revolt. ..

Vicksburg and Warren County were scenes of the first incidents. Most of the city and county offices were held by blacks. Since whites paid ninety-nine percent of the taxes, they were very unhappy. The city and county debt, which had been only thirteen thousand dollars in 1869, had climbed to $1.4 million for Vicksburg alone by 1874 .

After 1875 the old hatreds began to fade. Mississippi was back under the control of native whites." Conflict and Change: "Many Mississippians still believe the 'myth of Reconstruction,' that the period directly after the Civil War was a time of bad government, 'Negro domination,' and racial tension. We now know that most of this myth is not true Many of the black leaders in Mississippi were educated; several were college graduates. Those who were honest and able were usually supported by both black and white voters.

All they asked was equal rights before the law. On the whole, Mississippi was especially fortunate in having capable black leaders during these years." ..,...:'.; 

ON THE '60s , " Your Mississippi- "The 1960s were years of crisis. A showdown over desegregation and civil rights occurred. As a result, Mississippi's relationships with the national government were strained. After the Supreme Court's desegregation decision of 1954, Mississippians took vigorous measures to resist. One of those was the organization of a group known as the White Citizens' Council." Conflict and Change: "In 1954, the Supreme Court finally ruled school desegregation illegal. A few white people agreed with the decision but did not speak out effectively. Others organized the Citizens' Councils and passed new laws to resist integration. At the same time, a few black people began to express their dissatisfaction with segregation.". 

ON THE MISSISSIPPI SOVEREIGNTY COMMISSION Your Mississippi "In 1956 a State Sovereignty Commission was set up to take the Mississippi case to the rest of the country." . Conflict and Change: "One of the most important acts passed in 1956 established a State Sovereignty Commission to preserve segregation. The commission promptly hired secret investigators to inquire into 'subversive activities' ... The commission also operated a public relations department to publicize to the nation the benefits of Mississippi's segregated way of life." 

Early Adoption of Mississippi Conflict and Change

Private schools take little interest in controversial text

Clarion Ledger Thursday, January 22, 1981

By NELL LUTER - FOCUS Writer 

Jackson's private high schools have taken little interest in the controversial text "Mississippi: Conflict and Change" since the book first appeared in 1974. "Conflict and Change" was added to the state's list of approved textbooks last month after a five-year court battle. Out of 13 private high schools in the city, only one - St. Andrew's Episcopal School uses the ninth-grade history book written by Charles Sallis and James E. Loewen.

St. Andrew's has used the book ever since it came out, said Headmaster David Hicks. The book was chosen by history teachers at St. Andrew's after it was approved by an academic affairs committee made up of department chairmen, Hicks said. "We selected 'Conflict and Change' because it gives a more comprehensive and a more thematic study than 'Your Mississippi' by John K. Bettersworth," Hicks said. "It is clear from reading that book ('Your Mississippi') that it is your Mississippi so long as you're white. It just doesn't deal with the conflict between the races." " 

Hicks said "Conflict and Change" uses the theme of the conflict between races rather than simply presenting Mississippi's chronological history. "It ('Conflict and Change') is thought provoking," Hicks said. "We've had some great discussions by using the book." "Conflict and Change" is not perfect, Hicks admitted.

"If whatever you want to talk about doesn't fit into the theme, it gets minimized or left out," Hicks said. " 'Your Mississippi" leaves out a lot, but it has no excuse for doing that.' " No parents or students at St. Andrew's have complained about using the controversial textbook since Hicks' term as headmaster. "The students seem to like the book," Hicks said. "It's not very difficult." Steven Bass, a Mississippi history teacher at Mississippi Baptist High School, said he uses "Conflict and Change" as a reference guide for his classes.

Students use Bettersworth's "Mississippi Yesterday and Today" as their textbook, he said. "Students are very interested in looking at the book ('Conflict and Change')," Bass said. "It gives a side of Mississippi we aren't used to seeing. It covers civil rights and modern writers very well." Bass said "Conflict and Change" was written at a fifth-grade reading level. "Ninth-graders could take the book and we'd be finished in a month," he said.

Students at Jackson Preparatory School won't find "Conflict and Change" used as a textbook, said Jesse L. Howell Jr., headmaster. The controversial book, however, is in the school's library for use as a reference guide. "We've had no mention by teachers or parents about the book," Howell said. Jackson Prep is free to use books from any source as textbooks, Howell said.

Unlike public schools, the school does not have to choose books on the state's approved list, Howell said. Robert Luckett, principal at St. Joseph High School, expects ninth-graders at the Catholic school to begin using "Conflict and Change" as soon as possible. The students currently use Betters-worth's "Mississippi Yesterday and Today." Luckett said textbooks for the school are chosen strictly from the state approved list because the school receives federal funding. "If we're thinking about changing texts, we'll get the teachers in the subject area together to look at the books available and then consult our school board members." Luckett said a few parents were concerned about "Conflict and Change" when it was banned by the Mississippi Textbook Purchasing Board's Rating Commmittee in 1974.

The seven-member rating committee said the book was too advanced for ninth-graders and over-emphasized race. The textbook was ordered to be added to the list of approved school books by U.S. District Judge Orma R. Smith last April. At Woodland Hills Baptist Academy ninth-graders use "Mississippi Yesterday and Today." "We haven't found a textbook better than Betterworth's," Woodland Hills Headmaster David Derrick said, adding that he believed Bettersworth's book lacked continuity between where the author stopped writing and the events of modern history.

"We don't feel like another book is better written or covers the material better." Derrick said neither parents nor teachers had suggested "Conflict and Change" be used. When the school changes textbooks, a committee of teachers examine the books available in regard to the reading levels and "what's best for the student," Derrick said. At Manhattan Academy, which uses Bettersworth's "Your Mississippi," there has been no inquiry by parents or students about changing Mississippi history textbooks, Headmaster Ray Wooten said. A committee of Manhattan teachers choose the school's textbooks, using the state approved list as a guide. Because the school is private, textbooks chosen do not have to come from the approved list, Wooten said.

Jackson Academy ninth-graders use Bettersworth's "Mississippi Yesterday and Today." Glenn A. Cam, headmaster at Jackson Academy, said the school was not ready to consider changing books because it purchased new Mississippi history books about three years ago. Because Mississippi history is taught only for half a year, the textbooks are used a little longer than those for courses taught the entire year, Cain said. Cain has received no mention of using "Conflict and Change" from parents or salesmen, he said. "Conflict and Change" will be evaluated when the school is in the market for new books, he said.

Cain said he had not read "Conflict and Change." Students at Madison-Ridgeland Academy use Bettersworth's "Mississippi Yesterday and Today." Dominic A. Bevalaque, headmaster at MRA, said the school buys new books every five years, depending on inflation and the condition of the books. MRA uses the state adoption list as a guide but is free to obtain books not on the list, Bevalaque said. Bevalaque said the school's teachers consider all books on the market when choosing a textbook. ' At Natchez Trace Academy, the use of Bettersworth's "Mississippi Yesterday and Today" is an economic matter, Administrator Margaret Beal said.

The school, now in its first year of operation, uses texts formally used by Jackson Christian Academy. Natchez Trace Academy has received no comments about using its Mississippi history book, Mrs. Beal said. "No one has said, 'If you use that book ('Conflict and Change') I'll take my child out,' " Mrs. Beal said.

Mrs. Beal said "Conflict and Change" would probably be introduced in the ninth-grade classes as a reference book available in the library. At Capital City Baptist School, Bettersworth's "Mississippi Yesterday and Today" is the only book on the state approved list that is used, James Johnson, principal, said. All other textbooks come from the Accelerated Christian Education Curriculum in Texas, Johnson said. Johnson, in his fourth year as principal, said he had received no mention of using "Conflict and Change." Johnson remembered some of the controversy "Conflict and Change" caused when it was first published but was not familiar with the book's contents.

McCluer Academy uses Bettersworth's "Mississippi Yesterday and Today." "Right now, the reason we're using it is that we've had it a long time and we have plenty of copies," said McCluer Headmaster Bobby Jones. "We just haven't updated the Mississippi history books and looked at any other books." Jones said. Jones said he was familiar with the book. Jones, in his second week as headmaster at the South Jackson school, knew of no one asking to use "Conflict and Change" as a textbook or requesting the book for a relerence guide in the school's library. Ninth-graders at Central Hinds Academy use Bettersworth's "Mississippi Yesterday and Today," Headmaster Wade Hammack said.

"I do not know anything about the book ('Conflict and Change') other than what I have read in the paper," Hammack said. No teachers or parents have requested "Conflict and Change" be used, he said. William S. Purvis, headmaster at Magnolia Academy, said the school was using Bettersworth's "Mississippi Yesterday and Today" before this one ( Conflict and Change') was in print and saw no reason to change." Purvis said Magnolia Academy had just purchased new editions of Betters-worth's book and he had had no parents or students suggest using "Conflict and Change." Purvis said he was not familiar with the contents of "Conflict and Change" but had heard about the controversy it sparked. 

Jackie Gleason UFO Shocker!

Because of my varied (almost haphazard) range of interests, I often run into autodidactic people.  That's a fancy phrase we use to describe someone self-taught.  Academics like to make simple things seem more complex, using Latin or Greek words to describe things when English words work just fine.  Once you figure out the rules, it's a fun game, and it filters out the uninitiated.

Autodidacts are cool because they're so interested in a subject that they taught themselves rather than seeking a master.  Sometimes, they don't function well in an academic setting.  It's said that was true of William Faulkner, who couldn't manage to stay in college, so he taught himself.  That's often given as an explanation of why he uses so many five-dollar words in his prose.  Some people say it's so nobody will accuse him of not being educated, which he wasn't; at least he wasn't educated by the traditional route.

Sometimes, people become autodidact because the things they're interested in aren't taught anywhere.  These can be my favorite people.  People who are fascinated by UFOs, cryptozoology, ghosts, time travelers, and more have to be autodidactics because these things aren't taught at any college.  Jackie Gleason was one of the world's first UFO enthusiasts.  His passion led him to collect a remarkably complete literature library on the subject.  He even built a house shaped like a flying saucer.  In his will, he left his massive collection of UFO materials to the University of Miami, where it exists today, even though they still don't teach any courses on UFOs.  

Covid brought out a lot of hidden autodidacts who taught themselves immunobiology to justify not getting vaccinated.  That illustrated the downside of autodidactism; sometimes, they came to the wrong conclusion.  The same thing happens with climate-change deniers, experts on who really killed JFK, and 9/11 hoaxers.  They're all autodidacts, although sometimes I wish they'd listen to reason.

The internet was the greatest possible gift for autodidacts.  Research that took hours and days in the public library can be done on your phone before you get out of bed in the morning.  The more serious internet sleuths make accounts on Wikipedia where they use their hard-earned special knowledge to refine the topics that relate to their expertise.  

I am an autodidact.  There are no college courses on movie robots or stop-motion dinosaurs, so I strike out on my own. It's important that you keep learning your whole life and never quit.  There's no excuse now that so much human knowledge is available on your telephone or tablet.  With the internet, there's an infinite variety of ways you can publish your findings.  Start with Reddit, then maybe start a blog.  You don't have to be published in an academic journal to get your ideas out in the world.  

A New Perspective On The Academy

 Some of the best students of literature and history I ever met were electricians and plumbers in the daytime.  Some of the best carpenters and electricians I ever met were lawyers, doctors, and accountants in the daytime.

For forty years, I've advocated that Millsaps could work with Hinds Community College to offer joint degrees.  That way, your sons or daughters could get a degree in modern language and plumbing, history and carpentry, theater and cattle science.  So far, precisely zero people have taken up my idea.

You spend four years in college.  It costs a great amount of money.  The best thing we can do for these young people is to help them create a framework they can hang their life on, recognizing that their brains go in many different directions, and sometimes what they're best at isn't what they're best at making money with.

Can you imagine how useful a person with a theater and carpentry degree or a theater and electrician's degree could be for theater artists?

Secrets in the East

I’ve been delaying working on this for a few days.  Sometimes, what I have to say makes me uncomfortable.

My father had eight children. Four were human: my two brothers, my sister, and me; four were not human: Missco, Mllsaps, Trustmark, and St Dominic’s. He tried his best to balance his time between us, but sometimes, living things are difficult to balance.  In the five or six years before his death, I would regularly meet my father and his office for a drink after work. He alone understood how dangerously unhappy I was and blindly helped me search for the solution neither of us could see.  On those nights alone with my father in his office, he told me many things as he reflected back on my own history and the history of my city.   

One day, not long before he died, he told me that he had searched as far into the west as he could see to remove anything that might be a danger to his children in the future, but he failed to look very far into the east. Anyone who grew up in a prosperous and successful and growing Jackson and then expected that to continue in their lives probably understands what he meant. Nobody expected the city to die. We were doing great, but we didn’t look into the east.

I always knew that my dad kept secrets.  I also knew that he kept these secrets because if he didn't, somebody would get hurt, and that made me sad for him.  What happened to Jackson, why it grew so rapidly, then broke and started to shrink, is a story he was deeply involved in.  Some of it he told me, and some of it he kept secret. 

To understand what happened to Jackson, you have to understand what happened in 1969 and 1970 when nearly half the white students abandoned the Jackson Public Schools and started something else.  I wanted to resolve, in my own mind, what his role was in all this.  He told me a few things through the years, but I wanted to validate what he told me through other sources.  I wanted to see his role in what happened to Jackson the way other people saw it.

My dad was in the school business.  Even if he weren’t in the school business, he would have been right in the middle of all this because that’s how he lived, trying to build his community.  He told me many things, but there were many more I had to find out on my own.  

I had dinner with my sister this weekend.  There are things in my universe where she really is the only person alive who can understand what I’m saying.  After everyone else had left, she waited with me for my Uber to arrive.  I talked to her about how I’ve spent over twenty-five years digging deeply and researching what happened to Jackson, our home.  I always felt like, because of who our family was and because of who I was, I might be in a fairly unique position to understand what went on here, why, and what the results were.

There’s been so much written about what happened in Jackson and in Mississippi during the “civil rights era.”  It’s become this really complex mosaic of different points of view and different perspectives, and I’ve tried to consume it all, to try and understand what happened in a way that satisfied my own mind.  Doing this for so long, I’ve cultivated a pretty substantial body of knowledge.

I told my sister I didn’t really know what I wanted to do with all this history I’d accumulated.  I could write a scathing tell-all that exposes all the secrets of Jackson’s society and its racist underbelly, but the story was so much more complicated than that, but even if it weren’t more complicated than that, even if it were just the story of a bunch of unreconstructed racists screwing things up, nearly all those guys are dead, and the ones who aren’t dead are in a memory care facility now.  There’s nothing I could write that could bring anybody justice, and there’s nothing I could write that would change the past or change the future.  Most of these guys are dead, but their children aren’t; their grandchildren and, in some cases, their great-grandchildren are still very much with us, still very much a part of Jackson.  Did I want to be the guy who put down in a book that somebody’s beloved Pop-pop did something horrible long before they were born?  

I still want to tell this story, but I have to be careful and be gentle with the memories people have of the people who lived here.  I have to try not to be a hypocrite here because I have already said some pretty rough things about Ross Barnett and Alan C Thompson, and I very much know their families and descendants, but I’m trying to make allowances for people whose histories are already part of public discourse, and people (like Barnett and Thompson) who made a particular effort to make things difficult.

That being said, in my studies, I’ve found that some of the people everyone assumes were the villains might not be.  My entire life, I’ve heard people from every angle blame what happened in Jackson on Billy Simmons and the Citizen’s Council.  I can’t posit that Billy was anything like a good guy.  He said, wrote, and broadcast some of the most vile racist stuff that I’ve ever been exposed to.  He was pretty bad, but If you look at the number of kids who ended up enrolled at the three Jackson Citizen’s Council Schools and the fact that they were out of business by 1981, you can’t really say they caused the problem.  There just weren’t enough kids in those schools to account for the nearly 50% drop in white student participation in Jackson Public Schools, and even if they were, they were out of business before the first class of kids who had never been in public schools graduated.

In 1981, former Nixon Aide and lifelong republican operative Lee Atwater was recorded as saying: 

“You start out in 1954 by saying, “N____r, n____r, n____r.” By 1968 you can’t say “n____r”—that hurts you, backfires. So you say stuff like, uh, forced busing, states’ rights, and all that stuff, and you’re getting so abstract. Now, you’re talking about cutting taxes, and all these things you’re talking about are totally economic things and a byproduct of them is, blacks get hurt worse than whites.… “We want to cut this,” is much more abstract than even the busing thing, uh, and a hell of a lot more abstract than “N____r, n____r.”

Here, he lays out the infamous “Southern Strategy” pretty plainly.  It was never more relevant than in 1969 and 1970 in Jackson, Mississippi.  There were guys who believed everything Billy Simmons believed but didn’t like the way he said it.  In their minds, as long as you didn’t say “N____r, n____r, n____r” then you were in the clear, even if that’s what you were thinking.  These guys wanted schools that ticked all the boxes that the Citizen’s Council schools ticked but without being affiliated with the Citizen’s Council.  They managed to introduce class into this gumbo of race, class, and gender.  They considered themselves in one class and Billy Simmons and all his Citizens Council pals in another.  I have a problem with that.  Billy Simmons had the courage to tell us what he was.  These guys who were the same thing but tried to tell us they were something different were less of a man than Billy, in my opinion.  I can’t say that any of the things he believed were right or decent, but he had enough respect for other people that he would at least be honest and upfront about it and not hide it behind dog-whistle words like what Atwater was talking about.  

One of my fraternity brothers, a man by the name of Dick Wilson, tried to tell me not to judge Simmons too quickly.  “He’s a lot smarter than people realize,” Dick told me.  It took me a while to understand what Dick was saying, but he was right, Billy Simmons was kind of a genius.  You can look at his library now at the Fairview and see evidence of this.  What might tempt a guy with such a vast intellect down such dark avenues is something I don’t understand, but I’d really like to.  I’m fascinated by his story.

The influence of Kappa Alpha Order is waning in the world, and I think that’s probably for the best.  In 1969, it was at its peak.   When I look at the names of the men who organized and funded these non-citizens-council segregation academies in Jackson, a good two-thirds of them were KAs, mostly from Ole Miss.  We’ll be judged for that, and I think that’s fair.  These guys were community and business leaders; they could have said, “Let’s take all this money and effort and dump it into the public schools, and the Justice Department be damned!” but they didn’t. 

In 1969, most of these guys considered themselves at war, not with black Mississippians, but with the federal government.  Kirby Walker, superintendent of Jackson Public Schools, had a plan to gradually integrate our schools.  In interview after interview, he was proud of the fact that he had introduced black students into every school without incident.  I honestly think Mayor Thompson wanted a big, violent confrontation like what happened in Oxford.  He kept buying equipment and building up his forces to be ready for it, but it never happened.  

In the Alexander v Holmes County decision, the court decided that “justice delayed, is justice denied” and ordered the Mississippi schools to be racially balanced immediately. And in some cases, like Jackson Public Schools, they put the Justice Department in charge of it.  Kirby Walker spent ten years out of a thirty-year career trying to desegregate Jackson Public Schools.  He believed he had done a good job, only to have it torn from him and given to Washington Bureocrats.  In 1969, he retired rather than serve under the federal Department of Health Education and Welfare.  Upon retiring, he told my grandfather to say to my father, “Tell Jim to get those boys into private schools.  I just don’t know what’s going to happen with Jackson Public Schools.”  

That caused a bit of panic in my family.  Both my mother and father were products of the Jackson Public Schools.  They were our best and most profitable customer, and even with Dr. Walker retiring, my dad had many friends who still worked at Jackson Public Schools.  At the same time, nearly everyone he knew from Ole Miss was sending their children to either JA or Prep, and his fraternity brothers served on every board.  There was a time when four members of the Jackson Prep board of trustees had consecutively been the president of the Ole Miss Chapter of Kappa Alpha after my father.  For good or for evil, in the second half of the twentieth century, we got mixed up in everything that happened in Mississippi.

Announcing that the Justice Department was taking over our schools caused a full-on panic.  In it, with pressure from his own father and his father’s friends, I think my dad also panicked.  In his mind, sending us to St. Andrews quieted the voices, yelling that he had to do something while not giving in to the pressure to join a “segregation academy.”  Without a doubt, there were parents who were sending their kids to St. Andrews because it was almost entirely white, but there were also parents who sent their kids to St. Andrews precisely because it wasn’t entirely white.

There were heroes in those days, although we don’t talk about it very much.  Andy Mullins couldn’t have been much older than twenty-five or twenty-six when he fought off efforts from without and from within to force St. Andrews to join the Mississippi Private School Association, so boys at St. Andrews wouldn’t have to worry about playing football against any black boys.  Andy went on to fight a number of important battles, but that one must have been pretty tough, considering how young he was and how uncertain the times were.  As I understand it, St. Andrews still plays in the league he got us into.

I’ve made no secret about how much I fought David Hicks when I was at St. Andrews, but there’s something important I need to say about him.  David pretty quickly assessed the situation in Jackson and what was going on with the other schools almost as soon as he got here.  He very firmly drew a line in the sand and said, “This is what they’re about, and this is what we’re about.  Don’t ever get it confused.”  The school still operates under that principle today.  

In 1950, Jackson had one of the most successful and friendliest public schools in America (so long as you were white.)  By 1970, nearly half the white students in Jackson Public Schools abandoned it rather than stay and be a part of the Justice Department's efforts to balance the school’s population racially.  They left, and they never went back.  People who couldn’t afford to keep sending their kids to private schools left the city.

I often think about what would have happened if the scores of families who left Jackson Public School had banded together and decided they were going to make the best of whatever the Justice Department had in mind.  I think, within just a few years, they would have realized that they could handle this, and with a strong public school that everybody supported, there never would have been the massive white flight that decimated Jackson.  There were efforts from several prominent private school educators in the 80s and 90s who returned to the public schools and tried to undo the harm they had done.

Jesus talks to us about shifting sands.  There’s even a pretty great song about it.  Mississippi twice built its house on shifting sands.  Once, when we started importing people from another part of the world to serve as slaves here, and then again, when we decided that we had to keep these former slaves under our thumb and forever separate from us socially and politically after slavery ended.  What Jesus said about building a house on the shifting sands was true; our foundations came tumbling down.

None of the people in this story meant to choose the wrong thing.  That choice was made decades before they were born.  The people in this story were trying to navigate the world as it was left to them.  Their biggest sin was not questioning the assumptions they were working under.

In the story of what happened in Jackson, there were bad actors, that’s for sure.  Because I’ve been doggedly pursuing this story for thirty years, I’ve uncovered a lot of them, even the ones my father tried to keep hidden from me.    Most people weren’t bad actors, though.  Most were regular people trying to do the best they could for their families during a time when nothing made much sense, not the world they knew before and not the world laid out before them.  Faced with a very uncertain future, a lot of them just panicked.  Moving their kids out of the public schools into a private school seemed like the safe thing to do, and when your children are involved, nearly everyone wants the safe thing to do.

So, here we are.  Fifty years later, and I’m keeping the same secrets my father kept.  Maybe that’s my legacy.  Maybe that’s what he was trying to keep me away from.  What I know is this:  there were bad men.  There were many painful and ignorant and short-sighted things–but most people were good.  They may have been short-sighted or misguided by our tangled and snarled culture, but they all wanted something better for their children, even if what they were afraid of wasn’t even real.  

Jackson survived.  It just moved to Madison, Brandon, Pearl, and Clinton.  The city itself sits like a scar on the landscape.  A reminder of the good we failed to do.  I wanted to know what happened to my city.  I wanted to know if my father or I were culpable for what happened.  I think he was, and I am, but so is everyone else.  People use the word “simple” to describe Mississippi.  “We’re simple.”  “We have simple minds.”  “We have simple lives.”  None of that is true.  There’s nothing simple about living here or about being born here.  Our history is a mass of rose thorns, kudzu, shards of broken stained glass from churches where no one meets anymore, cornbread, and piercing sunlight.  It’s really hard to make any sense of it unless you were brought up in it.  Look as far as you can to the West, but look to the East too, when you can, and sometimes decide to keep secrets.

UMMC Urban Myths

For quite a while now, I’ve been collecting the urban legends that emanate from students and employees at the University of Mississippi Medical Center.  Now that I live next door, I’m looking for some new ones.  Urban legends are similar to myths.  They tell a story that’s usually related to something historical or factual but doesn’t have to be, and the story reflects some sort of moral value, as interpreted by the culture the story comes from.  They are cautionary tales that are disguised to not look like cautionary tales.

Being told in Mississippi by Mississippians, there’s some effort to make the stories more vivid, more interesting, and more local than, say, stories from the University of Pennsylvania Medical College, no offense to Pennsylvanians.  Stories generated in Mississippi will have our unique flavor and perspective on things like race, sexuality, gender, religion, and people from Mississippi State University.

I’ve been doing this for around forty years, and there are a lot of stories.  These are the categories I’ve organized them with.  

Stories about Cadavers:  Like the Greeks, UMMC students are obsessed with the moral implications of death, the relations between the dead and the living, and the influence of living morality on the dead body.   Stories about cadavers often have the elements of ghost stories but are couched in a medical scenario to give them extra vitality and credence.

Stories about Swelling and Exploding Cysts:  What goes into the body must come out of the body, and what more interesting way to come out of the body is there than exploding cysts?  Often, these stories involve elements of new ties/shirts/suits that are destroyed by detritus shooting out of a cyst.  These are often tales of how dedicated a young doctor might be who sacrifice his new tie or designer glasses to open the cyst, often on some fat woman’s taint.

Stories about Catheters:  The Greeks did this, too.  Stories about the phallus and its misadventures are both the stuff of comedy and morality.  A malfunctioning phallus and what must be done to make it function can encompass all sorts of memes about morality, culture, and body horror.

Stories about Aids:  Although they’re not as prominent now, there was once an entire genre of stories about Aids.  To the myth-maker, aids was not only a disease but a moral judgment against the people who violate the cultural mores about sexuality and gratuitous sexual encounters.  Stories about men, often upstanding citizens, who got aids by cheating on their spouses were common.

Stories about Strippers and Prostitutes:  Much like the aids stories, these are stories about sexual morality and the perils of wanton sexuality.  Strippers and prostitutes make a lot of money, but they end up at the hospital with fatal diseases or gunshot or knife wounds that prove fatal.  These stories are precautions both against using prostitutes and becoming one.

Dumb Mistakes/Darwin Awards:  There may be no greater cautionary tale than “Don’t do dumb things.”  Especially in the South, stories about “y’all watch this” or “y’all hold my beer.” are perfect for urban myths, and their arrival at the hospital with fingers/testicles/teeth/ears/toes blown off make great stories.    

Crime Doesn’t Pay:  Stories about criminals who show up at the hospital after the police or other criminals shoot them are pretty common.  While there’s sometimes a racial element to these stories, they all have moral implications.  If you hadn’t have been doing that, you wouldn’t have ended up here with a gunshot wound.

Because University is a communal experience, they are great places to generate stories, particularly myth-building stories.  Most of the stories I’ve collected about UMMC I can’t reprint here because they’re either really gross, really depressing, and sometimes obviously bigoted.  There are guys who spend their entire lives and careers studying the memes broadcast in stories like these.  It’s a fascinating area of study.

Gatekeepers

I’m working on a project.  I don’t know what to call it yet.  Part of it might be “Lies My Mother Never Told Me.”  For this project, I’ve made a timeline of all the significant events in my universe that involve the Civil Rights movement.  “My Universe” here includes Jackson, Mississippi, Millsaps, Galloway, Ole Miss, St. Andrews, The United Methodist Church, Prep, Casey, Murrah, The Jackson Zoo, Riverside Park, WLBT, WJTV, The Office Supply Company, Mississippi School Supply Company, First National Bank and Deposit Guarantee Bank.  

The timeline starts in 1954 when Brown V Board of Education was handed down, and goes until 1990.  Some might say 1990 is too late a date for the Civil Rights movement, but keep in mind how long it took to settle the Ayers Case, or, as I like to call it, Millsaps Alumni defend the State of Mississippi from its own mistakes.  

I suspected and confirmed by making the timeline that if you made a heatmap of events based on date and geographic location, there’s a significant cluster surrounding the day I was born.  A superstitious person might think I was the cause of it all.

I use Uber a lot.  I have a high rating because I’m polite and tip well.  Not long ago, I was meeting a lady at Bravo.  My Uber driver was a black man about my age.  Some of the drivers don’t talk at all.  This one did.  “Where you from?” He asked.  I said I was from Jackson.  I grew up here.  “Where did you go to high school?”  I said I went to St. Andrews but didn’t graduate in a typical fashion, so I went to college a little early.  “I went to Murrah.”  He said.

He noted where I was going and asked if I knew Jeff Good.  I said I knew Jeff Good really well, primarily through his dad, and I knew his wife primarily through her being a girl at Millsaps.  My driver explained that he and Jeff graduated from Murrah together.  

People who graduated with Jeff at Murrah aren’t just regular kids.  These are the kids who started public school in 1970, the year that the Department of Justice took control of Jackson Schools and a year after Alexander V Holmes County, where the US Supreme Court changed the wording of Brown v Board of Education from “all due haste” to “immediately.” All the schemes Mississippi came up with were over.  We had to integrate.  Jeff didn’t live in Mississippi yet; he lived in a state where this sort of battle didn’t have to happen.  My driver did, though.  He and I were born in the same hospital.   That class who graduated with my driver were the first Mississippians to have gone all the way through school without ever facing public school segregation.

You have to think about why fighting Brown V Board of Education was so important.  If you’re in a state that believes it’s better off if everybody is educated, what does it matter if a black kid learns to multiply fractions sitting next to a white kid?  There was no Civil Rights Act yet; you could still refuse to seat black diners at your restaurant if you wanted.

It mattered because our schools taught math and science. Still, they also taught language, literature, history, civics, and religion; these courses are all gateways to culture, and in Mississippi, the last thing people wanted was to admit Africans into the white culture.  

Schools are cultural gateways.  You’re given a mascot.  You’re taught to have “school spirit.”  You cheer for your school, mainly when it plays other schools.  More importantly, though, you form relationships, like my driver who wanted to tell a total stranger that he shared this cultural connection with a man I knew, and in many ways, that made us equal.

I’ve written extensively about when and why my parents decided to take me out of public school.  Had I stayed in public school, I would have spent most of my high school career with this guy.  We would have been alumni together.  Forty-five years later, it seems alien that anyone would try to keep us apart, but they did.  

Many people say that there’s no reason to write about these things, that there have been a lot of other people who wrote about it already, and obsessing over the past is no way to bring on a happy future.  You’re supposed to write about what you know, though, and write about what you feel.  What I know is what happened to Mississippi, and what I feel, more often than not, is haunted,

As a man, Jeff became a gatekeeper to a new kind of culture in Mississippi.  It’s been challenging and sometimes painful, but we’re forging a new, blended sort of culture in Mississippi.   James Meridith was the first African to graduate from the University of Mississippi sixty days after I was born.  Today, he walks around Jackson like a movie star, and whatever he did, it wasn’t really that big of a deal.  It was that big of a deal.  They shot the guy.  The only reason he lived and Medgar Evers didn’t was because some redneck had lousy aim.  Nobody knows who Aubrey James Norvell was, but they ask James Meridith to sign autographs for their grandchildren.  I’m okay with that outcome.  

Much has been written about why Mississippians were adamant about not allowing black faces through our cultural gateways.  Questions of why always matter, but in this case, the questions seem to go round and round in circles.  I’ve been told, my entire life, that Mississippi would have corrected itself eventually.  I don’t think I believe that.  Even with tremendous pressure, some men fought this to their graves.  

I’m not a very good gatekeeper.  I don’t like to talk to strangers, and I don’t like to talk to anyone at all unless I know you pretty well.  I prefer books to pickleball or cocktail parties.  I’m grateful that there are gatekeepers, though.  Some open restaurants, and some drive Uber taxis.  Both open the passages that allow us to blend our lives together now that the worst part is over.  

The Citizens Council and the Republican Party

 The genius of the Citizens Council, the thing that made them both the most effective and the most evil, was that they equated segregation with good citizenship.  It was in their name.  Fighting to keep our schools segregate equated to patriotism and cultural loyalty.  If you read their literature, that was clearly the message.

The Citizens Council started in the Delta, in areas where the black population outnumbered the white population, areas where the idea of “separate but equal” was as problematic as the idea of integration.  They didn’t see these descendants of slaves as peers or equals or fully citizens and saw the interference from the federal government, both through the Brown Decision and the Civil Rights Act, as an impingement on their sovereignty.  For them, this was the heart of “states’ rights.”  

In Jackson, the Citizens Council was, at first, fully accepted in business and social circles.  Doctors, Lawyers, and Bankers all became members, along with tradesmen of every sort.  The Citizens Council was a great equalizer with regard to the issue of class but the most significant divider with regard to the issue of race.  

By the mid 70’s, the social and economic tides turned against the Citizen’s Council.  The rest of the world began equating the Citizen’s Council with the Klan.  Jackson's business, legal and religious leaders began seeing it the same way.  There were men in Jackson who remained loyal to the Citizens Council, including some prominent physicians, but by 1975 they saw their professional progress hampered by their membership in the CC.  Offers for board memberships and professional advancement started slowing and stopping.  Thompson, who had been Mayor of Jackson, was in the Citizens Council; he was replaced by Davis and then Danks, who were not.  The tide was changing.  

The idea that the federal intervention in our culture, our education, our economics, and our society didn’t go away though, but it did change names.  Mississippi had been a yellow-dog Democratic state ever since the civil war, but by the mid-seventies, a growing number of Mississippians saw the Democratic party as against us, an interference in how we lived.  

When you look at early adapters of the Republican Party in Mississippi, I can just about promise you they never sat down and discussed the “Southern Strategy” as such.  They didn’t have to.  Saying you wanted to get the federal government out of your business, even if your business is oil, banking, insurance, or the like,  Nobody ever had to say, “Boy, we sure would have been better off if they left our damn schools alone.”  Nobody ever had to say it because the great majority of Mississippians believed in their hearts and still do.  

There were guys out there who believed in an evolved Democratic party and believed it was good for Mississippi.  Guys like Charlie Deaton and Bob Fortenberry built their careers trying to apply these new, expansive ideas of the Democratic Party to the boots-on-the-ground situation in Mississippi.  They had some success, but the most successful was William Winter.  Winter and his Boys of Spring were the last great stand for the new Democratic Party in Mississippi.  

Likened to Camelot, both the play and the Kennedy administration, Winter’s tenure as Governor of Mississippi was, and is, seen as a golden age of progressive politics and moves to equalize, at least educationally, the experience of white and black Mississippians.

Ray Maybus rose out of Winter’s team and became governor at a time when a lot of Mississippians thought we were turning over a new page and Mississippi was changing.  It was not.  Toward the end of his term, preparing for his next move, Maybus ran full force into the rising Republican Revolution in Mississippi.  The Young Republicans were becoming more popular than over-starched Oxford shirts at Ole Miss, and at an SEC game in Jackson, Mabus was booed when the announcer asked the crowd to greet him before the game started.   

In my mind, that moment when a bunch of guys my age began to boo a sitting governor at an Ole Miss game loudly was a sea change in Mississippi culture.  I’d seen them cheer Ross Barnett, both before and after his tenure as governor.  I’d seen them cheer Cliff Finch, even knowing that all the stories about Finch were true, but they were booing Ray Mabus–Herman Hine’s son-in-law, a champion of education and public benefit in Mississippi, a genuinely nice guy with a career drive like nothing I’d ever seen before somehow equated to a bad thing among my peers.  To them, being in favor of Mabus and his pro-education platform was unpatriotic.  I still don’t get it.  Not even a little.  In my heart, I will always pin some of that moment on feelings about the Democratic Party forcefully integrating Mississippi.  

Even today, there are people in Mississippi who straight-up blame the Democratic Party for changing the Mississippi State flag, even though every single person involved in pushing that move through our legislature was Republican, and it was signed by a Republican governor.  People don’t want the truth.  They want somebody to blame.  

I was five years old when the Jackson Citizens Council started sending out fliers saying they would accept students into their five different schools.  Council Schools were priced considerably lower than Prep, JA, St. Richards, or St. Andrews.  They were actually priced too low to pay their bills using tuition money.  The Citizens Council promised fund-raising efforts to make up the difference, and for a while, they did, but they couldn’t sustain it.  The business community distanced itself from the Council, limiting its ability to raise money.  Pretty soon, the council schools began closing.  

What happened next is a matter for the history books.  Much of Jackson’s white population did what they must to pay and send their children to Prep, JA, St Andrews, and St. Richards.  That made Jackson Public Schools the majority black.  Dr. Walker, the superintendent, retired almost as soon as integration began.  He was replaced by a series of men who didn’t stay until Bob Fortenberry came back to Mississippi to take the job.  Bob fought for Jackson and for JPS, and he did a great job, but he was ambitious and wouldn’t stay forever.  

By the 90s, with Dr. Fortenberry retired, people who couldn’t afford private school began leaving Jackson for cities in Rankin and Madison counties that still had a majority white population.  This created an avalanche of white flight out of Jackson that we’re still dealing with.  Jackson is still losing population, even though we were at an all-time high in the 80s.  

Life is like a series of domino pieces standing on end.  When you knock one over, it knocks the one next to it over, and that knocks over the one next to it, and so on, and so on, until you get to a space quite a distance away from where you first tipped over a domino, but the causation remains the same.  

A lot of people want to say that what happened in the sixties and seventies has nothing to do with what’s happening now.  That’s just not true.  What’s happening now is a direct result of what happened in the sixties and seventies, even though we had to go through many steps to get here from there.

Free Textbooks To Academies

 In 1940, Governor Paul Johnson pushed for a change to the Mississippi code to allow for the state to pay for free textbooks for Mississippi undergraduate students.  Many other states had similar laws, and Johnson wanted Mississippi children to have the same educational opportunities as children in other states.

Using Texas as a model, my Uncle Boyd applied for and made a contract with the relative textbook publishers to maintain and operate a textbook depository in Mississippi.  Publishers would print the books, mostly in Nashville, and ship them to our warehouse on South Street, which is now the Cathead Vodka distillery.  The state of Mississippi would pass laws specifying the funds available for textbooks, and the schools would apply to the State Textbook Commission to make an order for the books they wanted.  We would ship them and bill the state of Mississippi.  When the state paid us, we kept eight percent and sent the rest to the publishers.  This is how textbooks were bought and sold in Mississippi until the change in the Mississippi code in the 90s, which abolished the State Textbook fund and allowed schools to order textbooks out of the general education funds.  

When students got their books at the beginning of the year, they had a stamp on the inside front cover that said, “This Book Is The Property of the State of Mississippi and is assigned to:” and then a blank for the student’s name and the year.  The state of Mississippi owned your fourth-grade reading textbook and let you use it for a year.  The next year, they added a name to the stamp and let another student use the same book.

This system worked great for quite a while.  Even schools like St. Andrews and St. Richards qualified for free textbooks as long as the students were citizens of Mississippi.  In 1964, the United States passed the Civil Rights Act and its several chapters.  Chapter Six of the Civil Rights Act made it illegal to use federal funds for segregated programs.  

“Section 601 provides that recipients must comply with the mandate that no person, on the basis of race, color, or national origin, “be excluded from participation in, be denied the benefits of, or be subjected to discrimination under” any federally funded program or activity.” That’s where Mississippi ran into a problem.  Our schools were still very segregated.  That segregation of public schools would soon be struck down, in some parts because of chapter six, but Mississippi would attempt to escape segregating its schools by creating new, private schools that could still legally segregate because they didn’t receive federal funds or state funds.

After salaries and insurance, textbooks are the next largest yearly expense for most schools.  Many of these private schools tried to make a case that they were still eligible for state textbook funds.  The first case came in 1970 in Tunica.  A young lawyer from Oxford made the case that the Superintendent of Tunica public schools was ordering textbooks for the public schools but delivering them to the Tunica Institute, a private academy.   The case went before Judge Keady, who ordered that the practice not continue but didn’t rule on whether or not it happened in the past since Tunica Institute was only six years old and is generally considered one of the very first segregation academies.  I don’t have access to our records from 1969, but I’m pretty sure we shipped textbooks to the Tunica superintendent that ended up a the Tunica Institute.

Almost two years later, the Mississippi Association of Private Schools sued the State Textbook Commission because parochial schools were receiving textbook funds, but they were not.  Bill Goodman had a team representing the Textbook Commission, Ed Bruini had a team representing us, and the judge was Bill Coleman.  This was pretty serious stuff.  The private school association tried to prove that since they had no verbiage about segregation in their charter, they should be allowed free textbooks.  The state’s position was that the parochial schools were, in fact, integrated, even if they didn’t have very many non-white students, and at that time, none of the Association of Private Schools members were integrated, even though they had no verbiage in their charter preventing it.  Missco, for their part, sat in the corner, trying not to offend anyone as both sides were our customers.

Coleman ruled in favor of the state and said the academies would not get any textbook money as long as they were defacto segregated, no matter what their charter said.  

None of this was very flashy news.  There are one or two articles in the Clarion Ledger about either case; none were very long as there wasn’t much public interest.  There were some hurt feelings, though.  The next year we were subject to a Peer Committee review and audit.  They said in their report that we were a “paragon of efficiency” that became part of our marketing material for years after, but the message was still pretty clear.  “Choose your friends, and stick with them.”  We honestly didn’t have much choice.  The public schools were much bigger customers, and we were doing our best to stay very well within the letter of the law.

Another outcome of the case was that we could no longer charge adopted textbook materials to private schools.  They could order books from us, but they had to pay cash lest we get accused of mingling adopted textbook money with their accounts receivable.  Many of the academies ended up buying their textbooks by mail order, partially out of spite but also because that way they could get 120-day dating on their invoices, and in those early days 120, day dating on invoices was a heck of a gift.  

I was a kid when most of this happened.  Most of it I know about from talking to the principal players years after the fact and looking it up on microfiche at the Millsaps Library.  Mississippi went to great lengths to avoid cooperating with the spirit of the Civil Rights Act.  At the time, people thought they had beaten the system, but here fifty years later, I wonder if maybe we didn’t break the system.  

I don’t think there’s anybody left alive who is still angry about decisions my dad or anyone at Missco had to make in those days.  There were at the time, but that was a long time ago.  The state of your public schools has such a major role in the quality of life in a community.  It’s so easy to say that the state of Jackson Public Schools is the Mayor’s fault or the city council’s fault, but as much as I respected him as a person, I’m looking much more at the decisions Dr. Walker and Mr. Howell made in 1969 as an explanation for the state of Jackson Public Schools today.  A lot of people will point to the Citizens Council, and I will too.  I knew those guys too, but our educational leaders honestly should bear a special burden here because they had the most reason to know better.  Bob Fortenberry had a big role in keeping Jackson Public Schools in a workable state, but after he moved on it was, and still is a struggle to find anyone to take that position.

Stock In Academies

People talk about Nixon’s “Southern Strategy” and how the South converted from Yellow-dog Democrats to the world’s most conservative Republicans.  Nixon was taking advantage of a situation that was already developing.  In 1969, most of Mississippi blamed the Democratic party for our position on the Rubicon of integrating our public schools and the panic that ensued.  When I look at the list of names of the men who formed the Board of Directors for Jackson Preparatory School in 1970, it’s really easy for me to see the seeds of a revolution.  I can’t look at a single name on that list and say, “I did not love this man,” but the truth is the truth, and the Republican takeover of Mississippi started in Jackson, and it started with those men, and it started over the issue of integration.

A lot of people are already tired of discussing the birth and growth of private schools in Mississippi around 1970.  I think it’s important we do discuss it because it has a lot to do with the state of our schools today, and the state of our schools today has a great deal to do with the state of our state.  It’s also important to remember that we were just children.  Nearly all of the people who made these decisions passed away ten years ago.  

You’ll often hear said that St. Andrews and St. Richards were parochial schools and shouldn’t be included in this, and JA was started as an alternative school that taught phonics in early reading as an alternative to what JPS was teaching.  All of these things were true.  These three schools were started under very different conditions than what happened in 1970.  When the purpose for them was formulated, the idea of most of white Jackson abandoning the public schools wasn’t a consideration.  When these schools began, nobody believed we would be forced to integrate.

St. Andrews, St. Richards, and JA all experienced massive growth in 1970.  While these schools weren’t created as an alternative to integrated public schools, there were parents who considered that, if they were going to leave the public schools, they would rather their children attend a school like that rather than a school like Prep or Manhattan.  My parents were one of these.

The superintendent of Jackson Public Schools told my grandfather to “tell Jim he better get those boys into private schools because I don’t know what will happen next year.”  Next year in this story was the year Murrah would be forcefully integrated.   Normally, a comment like that would be of concern, considering what my father did for a living; it was a paradigm shift and a huge amount of pressure beyond just wanting to do the best he could for his children.  For the superintendent of Jackson Public Schools, my father’s biggest client, to say he should move us out of the JPS system was disturbing on many levels, disturbing enough that this is what my parents decided to do.

My oldest brother went to Prep because his football coach was also going to Prep.  The same coach noticed my early growth spurt and the size of my arms and asked me when I was going to prep every time I saw him until I was a sophomore at Millsaps.  He caught me with a pitcher of beer at Mr. Gattis Pizza in the 10th grade and asked when I was going to Prep.  The rest of us, my other brother, my sister, and I, went to St. Andrews.  In the late 70s, there were some concerns about what was going on at St. Andrews, so my sister transferred to Prep, just in time to miss David Hicks.  That’s another story.

With integration, there was a lot of pressure for both JA and St Andrews to add a high school, and neither had the money.  St. Andrews spent a great deal of money building what remains one of the most attractive lower schools in Mississippi.  There were still loans out for it, and nearly all the sources they had for large gifts were tapped to build it.  

The high school St Andrews eventually built looked like it was erected by an entirely different organization than the lower school.  One building had a second floor that could never be used because the building inspector wouldn’t approve it, so the planned staircase was never built, and those rooms were used for storage.  Every so often, you’d see Jessie on the maintenance staff haul a broken chair-desk up an extension ladder to store it in this unused portion of the building so that it could be used for parts later on.

There was a struggle for a while to decide what the future of JA would be.  Many saw it as a feeder school for Prep.  Prep already had a preferred feeder school in First Pres, though, so the relationship became strained.  JA was also working under a different educational paradigm than Prep.  Prep was very traditional, basically, the same curricula as Murrah (since that’s where most of their staff came from), whereas JA was interested in more modern curricula (at least, more modern in terms of the 1960s). More than ten years into it, JA decided they, too, must have a high school, but where would they find the money?

While most of the banks had the motivation to loan these new schools money, they still required some backup to the loans.  More often than not, these came in the form of personal guarantees from board members.  Often, a willingness to personally guarantee a banknote was how one became a board member.  The money for these banknotes paid the construction companies, companies like my dad’s that provide chairs, desks, and blackboards, and most importantly, the salaries of the teaching staff, almost all poached from the public schools.  Some people will take offense that I use the word “poach” here.  I hold nothing against anyone who left a job in our public schools for a job in our private schools.  These people, mostly women, were excellent educators, and considering the stories I’ve heard about the chaos in the administrative side of Jackson’s public schools at the time, I don’t know that I can blame them for switching.

The idea of offering stock in the school as a way of raising a little extra money was a part of nearly every school other than St. Richards and St. Andrews; both of those had already built most of their lower school and had a more stable economic situation due to their parochial nature.  Many of these personally guaranteed notes were called as the need for money soon outstripped the money coming in from tuition.  Everything was happening so fast; this was almost guaranteed to happen.  Some of these men, who had to pay out of their pocket for the loans the school could not pay, took stock in the school as payment.  That way, for quite a while, when a new student would enroll and buy stock, they were buying it from Mr. Smith or Mr. Jones, who still had five hundred shares left from when he had to pay off the school's banknote.  

The question of integrating the schools was a complicated one.  Prep, Woodland Hills and Manhattan had no interest in integrating, they couldn’t legally refuse to admit anyone based on race, and there were parents who tested the waters, but no black students were enrolled.  JA had staff members who were very open to integration, but the cost of attending prevented it for many years.  Glenn Cain and I discussed this several times.  He even showed me some of the applications from black parents to prove he was telling me the truth.  Glen, I think, at times, was in an impossible situation where everyone wanted something different from him, and his own vision for the school became difficult to manifest.  Jesse Howell found it easier to realize his vision and get others to back him up.  Part of that was just his magnetic personality, but part of it was an unwillingness to challenge the status quo.  For many people, Prep was the new Jackson Central High School, but without any of that integration nonsense.  If you look at the board and the faculty, you’ll see the names of an awful lot of Central alumni.

St. Andrews and St. Richards were both very motivated to integrate on orders from their respective religious organizations, but again cost became an obstacle.  St. Andrews ultimately became the first private school to integrate willingly.  They were, and are now, pretty proud of that.  While he was a good student and well-liked, there was still an enormous economic gap between white and black parents, and the cost of attending St. Andrews prevented him from graduating there.  His presence started something, though.  Soon, every grade would have at least one black student, and the number grew every year.  James Meridith sent his sons to St. Andrews.  During my entire tenure at St. Andrews, there were talks of merit-based and need-based scholarships, with experiments with both.  While nearly everybody was in favor of it, paying for it was an obstacle.  It was expensive enough to keep the doors open; adding that sort of expense on top proved too difficult.  

A lot of us noticed that black students would drop out around Jr High School.  Part of that, I think, was the idea that, if their parents were going to spend that much money, it’d be better invested in the early grades so their children got a good foundation.  I’m sure the idea that being around other black students as a part of social life was also more of a consideration in the upper grades.  

The baby boom had already stretched Jackson’s educational resources thin.  Although considerably larger, Murrah wasn’t nearly the architectural marvel of Bailey or Central.  The cost was the primary consideration.  Jackson barely had enough money to meet its public school needs and then voluntarily put on themselves the added burden of duplicating it as private schools.  Considering just how much of a task this was, regardless of whether it was a good idea or not, makes me have some respect for the people who did it.  It was, however, a horrible idea.  None of the terrible things predicted to happen at Murrah happened.  There were no murders in the hallway, and the drug problem at Murrah was considerably smaller than the drug problem at the private schools.  The kids who stayed at Murrah got every bit as good of an education as the kids who went to Prep.  The difference is, Prep is well-funded and going strong today, but Murrah struggles to meet the basic needs of its students.  Murrah is far more segregated now than it was in 1975.  We’ve struggled to keep a superintendent of Jackson Public Schools every year since 1970.

A lot o people don’t want to talk about this.  “It was fifty years ago.”  “We were children.”  “The world is different now.”  All of this is true, but when I look out at what’s happening educationally now in Mississippi, what I see are the scars that were left when most of Mississippi abandoned the public school system.  Scars that won’t heal unless we talk about this.  A lot of people think they’re safe from all this as long as they can send their kids to private schools.  It’s not that simple.  Our culture and our economy depend on the families who can’t afford to send their kids to these private schools.    Your kids who went to private schools will be left with the same unanswered questions we were left with by our parents, and the longer we take to address these issues, the more our society will become polarized and dysfunctional. 

Prep, St Andrews, and JA all seem pretty well-heeled now.  That’s an illusion created by fifty years of investment.  The first few years, the schools looked nothing like that.  Mississippi still struggles to meet its basic educational needs.  If you look at the money spent on our private schools, it might become clear where the money went.  The cities that are now mostly white won’t remain so.  We didn’t escape the problem of integration; we postponed it.  Sooner or later, those chickens will come home to roost.

Lee and Agamemnon

 In Lee: The Last Years, Flood quotes one of the "KA Five" as saying of Lee that "We likened him unto Agamemnon."  I always found that strange because things didn't end well for Agamemnon.

For a white Southerner, college-educated in the nineteenth century, it's not at all surprising that they read and studied the Illiad.  Agamemnon, drawing the Greeks together for this great cultural and political, and military adventure, probably did remind him of his service under Lee, both as a soldier and as a student.  

Apparently, whoever taught Greek literature, at Washington College, after the war, didn't include the Orestian Trilogy in their lessons.  Agamemnon's life may have been the origin of the Greek State, but his death was the origin of Greek justice.  Their professor only told them half the story.

Unlike Robert E Lee, who I'm absolutely certain was real, I'm not at all convinced that Agamemnon was ever a real person.  If he was, I can't imagine his real story matching up to the myth at all.  That's not what myths are for.  

Myths create stories that explain societies.  Sometimes they build up over many years, and disparate stories are combined and remade to fit the narrative the culture builds.

Every culture needs two creation stories.  The first is a metaphysical story.  The earth was a woman, and the sky was her husband.  The gods came as horses rising from the foam of the sea.  The Greek stories of metaphysical creation are fascinating and beautiful.  

They also need a myth about their political creation.  In Judaic culture, that's Joseph and Abraham, and Moses.  These are stories about what sets our people apart from other people.  They are vital in creating a cultural identity.  For the Greeks, the Illiad serves this purpose.  The Greek culture created itself with a story about defeating Troy, fighting over their ideas about the honor of a woman.

There are other very important myths, though.  Myths about where our cultural values come from.  In the bible, you have stories about Cain and Abel sewing the seeds of ideas about justice.  That's what the death of Agamemnon and his son's quest for redemption does for the Greeks.  It creates and describes in them the idea of Justice and just redemption.

It's entirely possible that the myth about Agamamemnon's life and Agamemnon's death was originally two entirely different people that were merged together into one story.  I think that happened a lot.  

Lee's political campaign might have created the political culture of the South, even though he lost the war, but there's been a much longer struggle for justice to come out of the Civil War, one that we're still fighting today.  I can't really say that Lee was part of that battle.  His purpose after the war was to get these boys, who had been his soldiers, prepared to be productive citizens again.  The question of Justice in the South would not be answered in their generation.  I'm very much starting to doubt that it will be answered in mine.

Education is a funny thing.  You can't ever really fit a complete understanding of any subject into any one lifetime, even if what you're trying to understand happened thousands of years ago.  Whoever taught the KA five about the Illiad didn't mention what happened to Agamemnon when he got home.  That was a pretty serious omission. 

 

Available at Amazon

The Fight over a Mississippi Textbook

Civil Rights, Culture Wars: The Fight over a Mississippi Textbook by Charles W. Eagles

I've just been made aware of this book, but I'm moving it up on my reading list because it's pretty important to me.  The history of the struggle for civil rights is, in many ways, my own history.  Born in 1963 in Jackson, Mississippi, to a very political family, this is the world I entered into just as the fight was getting more heated.  

For the past several months, I've been doing a really deep dive into the integration of Galloway United Methodist Church, and my plan is to do Millsaps next.  This book is about incidents that happened later on, more into the early and mid-seventies.

Mississippi Conflict and Change was a textbook about Mississippi history written by James W. Loewen, who taught at Tougaloo, and Charles Sallis, who taught at Millsaps.  It was the first Mississippi History textbook to include anything about the civil rights movement.  There's where the conflict and change about the book itself came in.

Mississippi has a free textbook law.  That means students of the public schools (and some parochial schools) are provided free textbooks paid for by the State of Mississippi.  In order to qualify for these funds, the books have to go through an approval and adoption process as set out in the law.  This is true for all the states that have a free textbook law, which I believe is all the states now.  

Approving textbooks can be very political.  With so many concerns about Critical Race Theory and anything about people with different sexualities, approving textbooks has become much more political than has been in many years.  In the seventies, there was considerable pressure to keep the civil rights movement out of any Mississippi History textbook.  Authors Lowen and Sallis, having struggled to get the book published in the first place, were determined to have it adopted by the state Textbook board, so they filed suit, accusing the board of rejecting their book illegally.

Eagle's Book "Civil Rights, Culture Wars: The Fight over a Mississippi Textbook," tells the story of the fight over getting "Conflict and Change" published.   

At St. Andrews, I was taught Mississippi History using Conflict and Change.  A very young priest named Jerry McBride taught it.  I didn't know it at the time, but St. Andrews was the only school in the nation that had ordered the book for classroom use.  I knew this because my father and grandfather ran the Mississippi State Textbook Depository.

My dad was asked to give a deposition in the case.  Considering the very political nature of his business, both at Missco and Trustmark and St Dominics, he really didn't want to get mixed up in this, but he also was pretty determined to get the book adopted.  Dr. Sallis was an important member of the Millsaps History Department.  Bill Goodman represented the State of Mississippi in this and many other matters.  He was also a life trustee of Millsaps College.  Mr. Goodman's advice was that the state not fight this, that fighting it would make us look pretty bad.  

At the time, there were political figures in Mississippi who had much to gain for taking a stance against a civil rights textbook.  Sadly, those days may have returned.  There was considerable political wrangling over this.  I don't know how much is in Eagle's book, but it involved a lot of icons of my youth.

Ultimately, cooler heads were able to prevail, and the book was adopted after considerable political and legal pressure.  I'm very interested to see how much of this lines up with my own memory of that period.  I was thirteen and fourteen.  Interestingly, the only reviewer of the book on Amazon is Bob King, former Dean at Millsaps College.

They have Mississippi Conflict and Change listed as almost $1,500 on Amazon.  I think I have two copies.  

Civil Rights, Culture Wars: The Fight over a Mississippi Textbook is available in hardcover, softcover, and kindle formats on Amazon.com I'll write a review once I've finished it.  

Moving Things - Moving Me

 Feist-dog got me up at five a.m.  The sun's still not out.  My little round ball Alexa alarm doesn't go off until six, so I don't know what his hurry is.

This week is preparation for the big move.  I meet the movers on Wednesday.  Some stuff I'm going to have to part with.  One is my dad's desk.  I've been using it as a desk for a while, but it was improperly stored after his death and got really badly warped.  It's also eight feet long.  As he was in the business of selling desks, I think Dad wanted something he could show off to people as an indication of what they might expect from us, plus I think our manufacturers had an expectation that he would showcase some of their more impressive wares.  

My dad liked everything modern.  Especially furniture and architecture.  He even grew his sideburns out for a while, and most of his lapels could double as a glider.  Being Mississippi's only Herman Miller dealer for a long time, most of his office set was Herman Miller, including the famous Eames Chair and Cricket Table.  

Since I still have mobility issues, I want to have safety rails installed in the bathroom.  I thought that'd be crazy expensive and complicated, but Lowes installs them for $85 each.  I already have an adjustable bed, so that's about all the accommodations I'll need.

I'm pretty relaxed about it now, but I'm sure as the time gets closer, I'll freak out.  Some of my theater friends have agreed to help hang my art.  That's probably the best I can do since they've done it to about a hundred of Brent's sets.  

There are two really important events at Millsaps this week.  The first is a presentation about Millsaps, Tougaloo, and the Civil Rights Movement Tuesday at 1:00 at the Christian Center.  Speakers include Jeanne Middleton, TW Lewis, and Ed King.  Like myself, Ed has been having a mystery element with his leg and may attend by Zoom.  All three of these people had a pretty important role in several levels of integrating Jackson, from the sit-ins to the integration of the churches and the ultimate integration of Millsaps and lastly the public schools.  I'm proud to say that Millsaps and Galloway led the way in these movements, and I'm ashamed to say we didn't do it before the mid-sixties.

We did this before in 2010 when Rob Pearigen was new at Millsaps.  The panel was then Jon Meacham, Governor William Winter, Jerry Mitchell, Jeanne Luckett, and Dr. Leslie McLemore.  There's a chance some of these will attend the lecture Tuesday.  Jerry Mitchell now has his offices at Millsaps, and Jeanne Luckett gets around to more stuff than I do.  Sadly, Governor Winter is no longer with us.  

This might be Rob's last event as president of Millsaps.  He and Phoebe attended Galloway yesterday.  Cary mentioned him in his sermon but assured us we'd see Rob again when he comes to visit Phoebe, who we have no intention of letting go.  That's not entirely wrong.  Losing Phoebe is gonna cost, Jackson.  She's been very involved in the years they've been here, and I think it's fitting that she'll be moving back to Sewanee after attending one last International Ballet Competition.

Later, at 5:00, we'll meet again at Fondren Guitars for the second session of the Millsaps Ted Lasso talks about effective management.  The presenter is LeAnne Brewer, who heads up our executive education effort.  LeAnne was a student when I was a much better student, apparently.  She has remarkable energy and insight, so I'm looking forward to this.  Where I'm headed, this little cluster of businesses will probably be where you can find me most nights.  They have whiskey next door.  That should do.

I think the operational plan for the next two weeks will be to mask my anxiety about moving with false enthusiasm.  That usually works.  I simply have to take the next step, though.  I've accomplished all I can here, and I'm worried that I'll regress if I stay.  I have to learn to maintain my diet and exercise on my own.  I've done both before.  I tend to slip into really bad habits (mostly fast food) when I don't maintain my mood, so going to have to watch that.

You'll notice changes to the blog.  I'm trying to make it look more professional since I'm trying to go out into the world as an actual writer, not just a guy who scribbles his thoughts.  

My wake-up alarm still hasn't gone off.  Probably the greatest thing I ever did for myself was when I learned to touch type.  Now I can type much, much faster than I can read, meaning I can do about a thousand words an hour.  Not too bad for a dyslexic kid.   It's also a pretty good indication of just how much my mind races when I'm alone and when I'm not alone.  The way my mind works has always been a real irritation to the women in my life, starting with my mother.  I'm pretty satisfied with it, but it can make it difficult to have a conversation with me sometimes.

Pride Month

 June is pride month.  I don't like the idea that we have to assign months where people can be proud of who they are.  That should be every month.  We started assigning months and holidays to marginalized groups around thirty years ago in an effort to recognize what the larger society had put them through in the past in hopes that remembering it would keep it from happening again.  It's not actually keeping it from happening again.  It's not.  I'm not very good at fighting this.  I've tried, but obviously, it's not enough.

La Cage aux Folles was a 1973 French film about two gay men who pretend to be straight for the sake of their son.  In 1983, Harvey Fierstein and Jerry Herman got the rights to turn it into a Broadway musical comedy.  Harvey Fierstein was the first American playwright to come out and live as an openly gay man.  You'd think that stage people would have led the way, but it didn't happen that way.  Fierstein wrote, directed, and starred in the first gay-themed play, first off and then on Broadway, Torch Song Trilogy.

Maybe one day, we'll get to the point where we don't have to have a pride month for this or a pride month for that.  I bought a pride sanctuary pin. It's simply a rainbow with the words "SAFE WITH ME" on it. I wear it because I've known people who didn't feel safe being what they were.  A couple of them read my stuff.  I've gotten nasty looks for wearing it.  That's ok.  I'd rather somebody hate me for accepting someone else than take it out on them.  If you're going to hate somebody for what they are, then hate me too.  Might as well.  Meanwhile, I'll go to drag shows and protests and all of these things because maybe me saying "I accept you" can help make up for the people who don't.

3 x 5 Pride Flag